Introducing New LETRS. Now Online.

What is LETRS?

Grades: Elementary

Now is the time to bridge professional development to in-classroom success with this blended literacy and language course of study backed by more than 30 years of evidence-based scientific research, and more than a decade of proven success. New LETRS is online and flexible, and addresses the structures of English language, the cognitive processes of learning to read, and the teaching practices proven to be most effective in preventing and remediating reading difficulties, including dyslexia. No other professional development is as comprehensive or successful in addressing the five essential components of effective reading instruction, plus writing, with a focus on translating research to classroom application.

What Makes New LETRS a Success?

With new LETRS, educators receive:

Updated information about the brain and learning to read

Information about identification and treatment of dyslexia

Explicit assignments for teachers to apply what they are learning

Embedded videos that connect content to classroom applications

Language instruction for English learners

Demonstrations of classroom and small-group instruction

Learn how language, reading, and writing are related to one another and other critical elements most effective in improving reading outcomes overall. Teachers learn why, for whom, in what way, and at what point in reading development certain practices are most effective.

Not every teacher or district is the same. That’s why new LETRS offers flexible implementation options and can be accomplished regardless of the literacy programs already in use in your school. LETRS can be purchased as:

An entire course of study with online and face-to-face instruction (optimal)

Blocks of units to create a full-year course of study

A blended solution that leverages online coursework, face-to-face workshops, and virtual support

Face-to-face instruction only

Online instruction only

What People are Saying

“LETRS allowed us to use a common curriculum and that allowed for the use of common practices. We were able to see gaps in teaching and resources, evaluate what to keep and what to get rid of, and re-evaluate the use of pull-out vs. push-in for Title I services. It gave us the springboard to change our instructional practices.”

—Ann Marie ThigpenSuperintendent of Niles City Schools, Niles, OH

Proven, Research-Based Content

According to the Center for Public Education, “Teachers’ knowledge of the content they teach is a consistently strong predictor of student performance.”

LETRS RESPECTED AUTHORSHIP

Dr. Louisa C. MoatsLETRS and LETRS Classic

Louisa C. Moats, Ed.D., is a nationally recognized authority on literacy education and is widely acclaimed as a researcher, speaker, consultant, and trainer. Dr. Moats received her doctorate in reading and human development from the Harvard Graduate School of Education and is widely published on reading instruction, the professional development of teachers, and the relationship between language, reading, and spelling.

Dr. Carol A. TolmanLETRS

Carol A. Tolman, Ed.D., has a doctorate in educational psychology and has been a consultant at the state, district, and school levels for more than 15 years. Dr. Tolman also has more than 25 years of experience in public schools and the juvenile justice system, spending 12 years designing and implementing an innovative reading clinic for academically challenged high school students.